A language experience approach to remedial reading in the primary grades

Sheppard, Charlene Follet (1976) A language experience approach to remedial reading in the primary grades. Masters thesis, Memorial University of Newfoundland.

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Abstract

The primary purpose of this internship was the implementation of a language experience approach in the remedial situation in an attempt to improve the reading performance of eight primary children who were retarded in their reading performance and apathetic in their attempts at improvement. A related aim was to provide evaluative information concerning the efficacy of the language experience approach as an effective technique to apply in the remediation of reading difficulties. -- The subjects of the study were five boys and three girls in grades one to three who attended school in an economically well-developed community on the outskirts of St. John's. They ranged in chronological age from six to almost nine and in mental age from five to nine. They received regular classroom instruction in reading, which was supplemented by remedial help given by the intern. Most of the students were retarded by one year or more in reading achievement and were reluctant to read. -- The internship covered a period of approximately twelve weeks. During this time the intern worked with the subjects in carrying out the procedures designed to fulfill the purpose of the study. These procedures included learning about the pupils, selecting instructional materials, and devising teaching procedures. Implementation of the language experience approach in the remedial situation involved stimulating discussions, creating language experience materials, developing word skills, and practising reading. -- The effectiveness of the internship in achieving its purpose was indicated by desirable changes in the subjects' reading achievement, productivity levels, and attitudes toward reading. The subjects showed gains in reading achievement of 0.7 years in vocabulary and in comprehension which, when compared with gains normally expected during the internship period, were statistically significant. The students increased their productivity levels in reading, spelling, writing, and art activities in both the regular and remedial classrooms. Attitudes toward reading became more positive through increased enjoyment of remedial class activities. -- It was concluded that the internship was generally effective in achieving its purpose. The language experience approach was recommended as an effective approach to remedial reading in the primary grades.

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